HED4814 Final Portfolio (COMPLETE
ANSWERS) 2025 - DUE 15 January 2026
MY PC
[COMPANY NAME] [Company address]
, Exam (elaborations)
HED4814 Final Portfolio (COMPLETE ANSWERS) 2025 - DUE 15 January 2026
Institution
University Of South Africa (Unisa)
Course
Psychology of Education (HED4814)
HED4814 Final Portfolio (COMPLETE ANSWERS) 2025 - DUE 15 January 2026; 100%
TRUSTED Complete, trusted solutions and explanations.
MODULE: HED4814 ASSESSMENT: Portfolio examination 2026 DEPARTMENT:
PSYCHOLOGY OF EDUCATION DATE: JANUARY 2026 LECTURERS: PRIMARY: Dr KN
Metsing SECONDARY: Dr T Tshalala MODERATOR: Prof L Makhonza TOTAL MARKS: 100
INSTRUCTIONS This portfolio is your final examination for the HED4814 Psychology of
Education module. You are required to answer ALL THE QUESTIONS. Each question is
compulsory and contributes to your final mark. Thabo is a 13-year-old Grade 7 learner at a
public school in Soweto, Johannesburg. Over the past few months, teachers have noticed a
decline in his academic performance and frequent emotional outbursts in the classroom. Thabo
often displays signs of frustration, has difficulty regulating his emotions, and has become
increasingly withdrawn from his peers. His teachers report instances where he lashes out verbally
at classmates and refuses to participate in group activities. Thabo’s behaviour escalated after his
family experienced a major financial crisis, leading to instability in his home environment. His
mother, who was the primary breadwinner, lost her job, and the family had to relocate to a
smaller residence in an informal settlement. This transition has disrupted Thabo’s routine,
making him anxious and defensive. Teachers have tried to implement traditional discipline
strategies, but these have not been effective. Some educators suspect that Thabo might be dealing
with psychological distress due to his home circumstances and a lack of coping mechanisms. The
school LO Educator has suggested an approach integrating Emotional Intelligence (EI) principles
and Behavioural Interventions to support Thabo’s emotional well-being and classroom
engagement. Assignment Questions and Mark Allocation: Section A: Emotional Intelligence (20
Marks) A Grade 8 learner at a South African public school is struggling academically. The
learner speaks isiZulu at home, but the school uses English as the Language of Learning and
Teaching (LOLT). The learner shows low participation in class, especially in mathematics and
science, and feels disconnected from the teaching style. The school is overcrowded, and the
learner has limited access to learning materials. Task: Analyse the learner’s challenges using
psychological and contextual frameworks. Your analysis must include: 1. Cognitive and
emotional factors. 2. Social and environmental influences. 3. Historical and cultural dimensions.
ANSWERS) 2025 - DUE 15 January 2026
MY PC
[COMPANY NAME] [Company address]
, Exam (elaborations)
HED4814 Final Portfolio (COMPLETE ANSWERS) 2025 - DUE 15 January 2026
Institution
University Of South Africa (Unisa)
Course
Psychology of Education (HED4814)
HED4814 Final Portfolio (COMPLETE ANSWERS) 2025 - DUE 15 January 2026; 100%
TRUSTED Complete, trusted solutions and explanations.
MODULE: HED4814 ASSESSMENT: Portfolio examination 2026 DEPARTMENT:
PSYCHOLOGY OF EDUCATION DATE: JANUARY 2026 LECTURERS: PRIMARY: Dr KN
Metsing SECONDARY: Dr T Tshalala MODERATOR: Prof L Makhonza TOTAL MARKS: 100
INSTRUCTIONS This portfolio is your final examination for the HED4814 Psychology of
Education module. You are required to answer ALL THE QUESTIONS. Each question is
compulsory and contributes to your final mark. Thabo is a 13-year-old Grade 7 learner at a
public school in Soweto, Johannesburg. Over the past few months, teachers have noticed a
decline in his academic performance and frequent emotional outbursts in the classroom. Thabo
often displays signs of frustration, has difficulty regulating his emotions, and has become
increasingly withdrawn from his peers. His teachers report instances where he lashes out verbally
at classmates and refuses to participate in group activities. Thabo’s behaviour escalated after his
family experienced a major financial crisis, leading to instability in his home environment. His
mother, who was the primary breadwinner, lost her job, and the family had to relocate to a
smaller residence in an informal settlement. This transition has disrupted Thabo’s routine,
making him anxious and defensive. Teachers have tried to implement traditional discipline
strategies, but these have not been effective. Some educators suspect that Thabo might be dealing
with psychological distress due to his home circumstances and a lack of coping mechanisms. The
school LO Educator has suggested an approach integrating Emotional Intelligence (EI) principles
and Behavioural Interventions to support Thabo’s emotional well-being and classroom
engagement. Assignment Questions and Mark Allocation: Section A: Emotional Intelligence (20
Marks) A Grade 8 learner at a South African public school is struggling academically. The
learner speaks isiZulu at home, but the school uses English as the Language of Learning and
Teaching (LOLT). The learner shows low participation in class, especially in mathematics and
science, and feels disconnected from the teaching style. The school is overcrowded, and the
learner has limited access to learning materials. Task: Analyse the learner’s challenges using
psychological and contextual frameworks. Your analysis must include: 1. Cognitive and
emotional factors. 2. Social and environmental influences. 3. Historical and cultural dimensions.
